Reading at Moston Lane
At Moston Lane Primary School we aim to provide a rich cultural, emotional and diverse reading curriculum. We strive to ensure that all pupils learn to read regardless of their background, needs or abilities. All pupils are immersed in a wealth of books from different genres, authors and cultures. We provide a wide range of novel types for children to learn from and enjoy. At the heart of our reading curriculum is children’s enjoyment of reading. We aim to create an engaging and fun learning environment with reading at the centre of it.
At Moston Lane, we adopt a collaborative approach to the teaching of reading to ensure all needs are catered for and met. Guided, partner and independent work are at the heart of delivering our reading curriculum. Reading is taught explicitly for an hour a day as well as throughout the curriculum. A ‘love of reading’ is fostered in school to ensure all children have opportunities to read for pleasure. Novel time ensures pupils have access to age appropriate texts across a wide range of genres. This daily time also allows children to deepen their word vocabulary as well as take part in discussions with peers over texts. Engaging reading areas and independent reading time also allows pupils time to read books of their choosing.
Phonics is taught daily from Nursery to Year 2 for 15 minutes using a systematic, synthetic phonics programme. Phonics is also taught in KS2 as an intervention where needed.
The school has a supportive ethos and our approach enables the children to develop their collaborative and independent skills, as well as ensure progression. It ensures that pupils are familiar with and enjoy listening to a wide range of stories, poems and non-fiction. The children’s progress in reading and phonics is assessed formatively on a day to day basis, as well as summatively every term. Regular assessment of reading and phonics skills allows for any child in need of intervention to receive it and catch up quickly. Assessments currently employed to ensure progression are;
- range of summative tests, including NFER 100 score tests
- Hodder test (intervention work)
- Rigorous phonics assessments
Our reading curriculum and assessment is built to ensure all pupils make good progress to meet or exceed age-related expectations and have an enriched cultural capital.
Please follow the link to view the reading policy:
Below is the 'Progression of Skill & Knowledge map' which outlines the activities and skills that will be taught throughout the year.
Watch the videos below to find out how to say the sounds in each phonics phase correctly.
Reading at Home
Watch the video below to get tips on how to read with your child at home. Remember to help them with sounding out and ask them questions about what they have read.
Our Favourite Books!
"I like 'The Day the Crayons Quit' because it's a funny story. I would like to read 'The Day the Crayons came Home' next." Peaches - Year 2.
"I like this book because it is funny. I like to read books about animals." Thomas - Year 4.
"This is my favourite book because it makes me laugh and it's full of disasters. I'd like to read more books by Rachel Renee Russell." Chikae - Year 5.
"I like this story because it's about dinosaurs and it's funny." Lilly-Jean - Year 1.